Mentoring Geography Teachers in the Secondary School supports both new and experienced mentors in developing their knowledge and skills in mentoring in geography education. Within the book, chapter authors critically consider how mentoring has been conceptualised and represented in policy and academic debate.
Mentoring Geography Teachers in the Secondary School supports both new and experienced mentors in developing their knowledge and skills in mentoring in geography education. Within the book, chapter authors critically consider how mentoring has been conceptualised and represented in policy and academic debate.
Grace Healy is Curriculum Director at David Ross Education Trust. Lauren Hammond is Lecturer in Geography Education at UCL Institute of Education. Steve Puttick is Associate Professor of Teacher Education at the University of Oxford. Nicola Walshe is Professor of Education and Head of Department of Curriculum, Pedagogy and Assessment at UCL Institution of Education.
Inhaltsangabe
1. Introduction: Mentoring matters in and for geography education Section 1: Mentoring in geography education 2. Navigating the policy landscape: conceptualising subject-specialist mentoring within and beyond policy 3. Mentoring as a spatial practice 4. What sort of mentoring for what sort of geography education? Section 2: Perspectives and experiences in geography mentoring 5. Working with the complexity of professional practice and development 6. Mentoring as a professional development opportunity 7. Mentoring that makes a difference: perspectives from beginning teachers 8. Mentoring within the geography subject community 9. Supporting the development of geography mentors - the potential of professional learning at Masters level Section 3: Being a geography mentor 10. Mentoring meetings and conversations supporting beginning teachers in their development as geography teachers 11. Planning in geography education: a conversation between university-based tutors and school-based mentors in Initial Teacher Education 12. Geography lesson observations at the interface between research and practice 13. Geography and geography education scholarship as a mechanism for developing and sustaining mentors' and beginning teachers' subject knowledge and curriculum thinking 14. Educative mentoring: a key to professional learning for geography teachers and mentors 15. Well-being: theory and practice for beginning geography teachers Section 4: Conclusion 16. Mentoring matters: contributing to a more just tomorrow in geography education
1. Introduction: Mentoring matters in and for geography education Section 1: Mentoring in geography education 2. Navigating the policy landscape: conceptualising subject-specialist mentoring within and beyond policy 3. Mentoring as a spatial practice 4. What sort of mentoring for what sort of geography education? Section 2: Perspectives and experiences in geography mentoring 5. Working with the complexity of professional practice and development 6. Mentoring as a professional development opportunity 7. Mentoring that makes a difference: perspectives from beginning teachers 8. Mentoring within the geography subject community 9. Supporting the development of geography mentors - the potential of professional learning at Masters level Section 3: Being a geography mentor 10. Mentoring meetings and conversations supporting beginning teachers in their development as geography teachers 11. Planning in geography education: a conversation between university-based tutors and school-based mentors in Initial Teacher Education 12. Geography lesson observations at the interface between research and practice 13. Geography and geography education scholarship as a mechanism for developing and sustaining mentors' and beginning teachers' subject knowledge and curriculum thinking 14. Educative mentoring: a key to professional learning for geography teachers and mentors 15. Well-being: theory and practice for beginning geography teachers Section 4: Conclusion 16. Mentoring matters: contributing to a more just tomorrow in geography education
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